The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students
The primary goal of Project M2 was to develop and field-test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics con...
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| Veröffentlicht in: | Journal for research in mathematics education 2013-05, Vol.44 (3), p.478-509 |
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| container_issue | 3 |
| container_start_page | 478 |
| container_title | Journal for research in mathematics education |
| container_volume | 44 |
| creator | Gavin, M. Katherine Casa, Tutita M Adelson, Jill L Firmender, Janine M |
| description | The primary goal of Project M2 was to develop and field-test challenging geometry and
measurement units for all K—2 students. This article reports on the achievement results for
students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills
(ITBS) mathematics concepts subtest and an open-response assessment. The experimental group
exhibited a deeper understanding of geometry and measurement concepts as measured by the
open-response assessment while still performing as well on a traditional measure covering all
mathematics content. |
| doi_str_mv | 10.5951/jresematheduc.44.3.0478 |
| format | Article |
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measurement units for all K—2 students. This article reports on the achievement results for
students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills
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exhibited a deeper understanding of geometry and measurement concepts as measured by the
open-response assessment while still performing as well on a traditional measure covering all
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measurement units for all K—2 students. This article reports on the achievement results for
students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills
(ITBS) mathematics concepts subtest and an open-response assessment. The experimental group
exhibited a deeper understanding of geometry and measurement concepts as measured by the
open-response assessment while still performing as well on a traditional measure covering all
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measurement units for all K—2 students. This article reports on the achievement results for
students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills
(ITBS) mathematics concepts subtest and an open-response assessment. The experimental group
exhibited a deeper understanding of geometry and measurement concepts as measured by the
open-response assessment while still performing as well on a traditional measure covering all
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| ispartof | Journal for research in mathematics education, 2013-05, Vol.44 (3), p.478-509 |
| issn | 0021-8251 1945-2306 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; Alma/SFX Local Collection; JSTOR Mathematics & Statistics |
| subjects | Academic achievement Basic Skills Classroom Communication Comparative Analysis Connecticut Curricula Discussion (Teaching Technique) Elementary education Elementary School Mathematics Elementary school students Experimental Groups Geometric shapes Geometry Grade 2 Hierarchical Linear Modeling Individualized Instruction Instructional Effectiveness Intervention Iowa Tests of Basic Skills Kentucky Mathematical Concepts Mathematics Achievement Mathematics curricula Mathematics education Mathematics teachers Measurement Measurement Techniques National Assessment of Educational Progress Outcome Measures Pretests Pretests Posttests Quasiexperimental Design South Carolina Teachers Texas Trends in International Mathematics and Science Study Units of Study |
| title | The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students |
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